Exhibit 0CF.2.2: Conceptual Framework and References

Conceptual Framework

Hawk PRIDE

The mission of the Professional Education Unit is to advance the science and practice of education, and to promote related careers in counseling and mental health. Toward this end, the Department of Education offers state-of-the-art undergraduate and graduate teacher education programs, a Master of Arts in Teaching and a graduate Guidance and Counseling Program. The Department of Education seeks to nurture minds, to advance knowledge, to promote life-long learning and adjustment, to instill the joy of teaching and learning, and to elevate the human spirit.

The undergraduate teacher education programs lead to the Bachelor of Science (B.S.) or Bachelor of Arts (B.A.) degree in a variety of areas.These courses of study prepare teacher candidates to become highly-qualified teachers, and to assume the complex role of a teacher in the classrooms of the twenty-first century. The primary goal of the undergraduate teacher education program is to ensure success within the teaching profession by: 1) providing a comprehensive knowledge base that ensures competency in the subject matter and in the processes of education; and 2) providing the opportunity to develop sophisticated clinical skills. This program reflects current trends in the field of education and emphasizes excellence in both the theoretical and applied domains.

The Department of Education offers basic undergraduate psychology courses that complement the teacher education program. These psychology courses are designed to give direct support to other academic departments by providing a substantial course of study in the area of psychology. The Department does not offer a psychology major.

The University offers and the Professional Education Unit directs a variety of State-approved and accredited undergraduate programs in the field of teacher education. The undergraduate program is divided into two (2) primary program areas: 1) Specialty Education; 2) Secondary Education (middle school and high school). All of these primary program areas have met stringent State approvalstandards. After adhering to State requirements, including the passing of the PRAXIS I and PRAXIS II examinations, all education majors completing an approved program are eligible to qualify for teacher certification through the Maryland State Department of Education (MSDE).

All undergraduate education majors are enrolled, full or part-time, in a four (4) year formal, state-approved program of study. Every education major selects either the Specialty or the Secondary Education program area. All education majors also choose a specific area of specialization within their general program area. The specialization curriculum offers the students the opportunity to become competent, confident, and effective educational practitioners in a highly specialized content area.

Thus, the University’s Department of Education mission is to prepare outstanding, reflective practitioners in education and counseling through the provision of diverse experiences in content, methodology, and innovative experiences that will empower these professionals to be effective members of the communities in which they live and serve.

Development of the conceptual framework has evolved over time and continues to evolve. Early discussions about the identity of the Unit occurred in January 2001 during and following a meeting with a highly regarded NCATE consultant. Analysis of the Unit’s structure and philosophy began to emerge, and discussions and brainstorming continued during the Unit’s attendance at the 2001 NCATE Initial Accreditation Conference held in Washington, D.C. Faculty and campus NCATE meetings focused on reflection about the different competencies and characteristics of teacher and counselors, the Unit’s mission, and curriculum to be developed.Further development of the conceptual framework has taken place after the last NCATE visitation and in preparation of the scheduled next NCATE visitation during the fall of 2008.

Competencies and characteristics of teacher candidates that the conceptual framework is based upon were identified. Upon completion of the course of study, UMES teacher candidates will be able todisplay the following:

  • Can assess student performance
  • Are technologically literate
  • Show respect for diversity and individual differences
  • Can develop appropriate learning goals
  • Believe that all students can learn
  • Have an interest in professional development
  • Display enthusiasm for their subject matter
  • Have knowledge of a variety of instructional and classroom management strategies
  • Show the ability to interact with parents, administrators, and teachers
  • Are reflective and caring
  • Are resourceful problem solvers
  • Display effective communication techniques
  • Are ethical
  • Have knowledge of educational laws
  • Are content experts
  • Display patience and tolerance

As attempts were made to synthesize these descriptors, much iterationwas tested. It was also understood that the conceptual framework would be compatible with the mission of the institution. The institution’s mission statement includes the importance of developing leaders. Teacher education majors have played numerous leadership roles on campus, such as president of the Student Government Association, class president, Miss UMES, and serving as officers in a variety of student organizations.

The themes that were most evident as the strengths of the Unit were leadership, skills, knowledge, and the affective aspects or dispositions of teaching and learning. Furthermore, at meetings across campus, the Unit’s full-time and part-time faculty, staff, administrators, students and community members developed the acronym “Hawk PRIDE” to symbolize their beliefs about the preparation programs at UMES.The hawk is the symbol and mascot of UMES. The slogan “Hawk Pride – Catch It!” is one that is aligned not only with campus activities but is also used for the UMES Scholars, New Student Orientation, the Honors Program, and many other programs and activities on campus. During Homecoming, students, faculty, parents, and alumni are encouraged to wear the maroon and gray of the school to symbolize their intense “pride” in being part of the UMES community.

In developing the acronym “Hawk PRIDE” for the teacherpreparation programs, all involved began to envision how students, other faculty not involved in the preparation programs, and the community could support and promote these programs. The emerging theme of “Hawk PRIDE – Teachers and Counselors as Leaders” began to arise, and the terms and characteristics attached to PRIDE were discussed in meetings on campus.The characteristic related to each letter in PRIDE are: “P” is for Professional, “R” – Reflective, “I” – Innovative, “D” – Diversity, and “E” – Effective. Each aspect of the theme is discussed below.

PROFESSIONAL

A professional educator is an individual who is dedicated and committed to excellence in teaching, having specialized knowledge and intensive academic preparation.The professional educatoris vested by the public with a trust and responsibility to the students served. In the belief that the quality of services directly influences these students, the professional exerts every effort to employ best practices to engage and enhance the student’s learning. Freeman (1998) includes the studying and understanding of professional ethical standards as critical elements of best practices that should be taught by teacher educators. Freeman believes that those who teach need to provide the student with the responsiveness, dispositions and abilities that will assist them in making ethical decisions about their work.

Morehead (1998) suggests that it is not only the ability to teach that is required to meet professional expectations, but also clear expectations for non-teaching activities, which include being a role model, participating in community activities, appropriately managing interpersonal relationships, and demonstrating discretion. School administrators report that teachers are as likely to face difficulties not only because of poor teaching but also because of non-professional behavior. Professionalism suggests competencies that create a positive work environment for students, colleagues, and community stakeholders, as well as personal qualities of good attendance, punctuality, and appropriate dress.

This spectrum of professional behaviors are addressed throughout the curriculum of the teacher and counselor education programs, beginning with the professional development in all of the teacher and counselor preparation programs, and culminating with the teaching internship or practicum experience.

REFLECTIVE

Teachers as reflective practitioners is a notion that is derived from the work of Dewey (1964). Reflection enables teachers and counselors to act and plan with foresight and purpose, and to alter their behaviors based on logical thought, disciplined habits of thinking, and judicial decision-making. Reflection is a deliberate and systematic mode of thought. As Vaidya (2001) stated, “reflection in practice is viewed as critical to the development of a new epistemology of practice” (p. 151). Stein (2000) found that the most reflective preservice teachers were also the most effective. They sought more feedback, used the problem-solving technique, and tested possible solutions.

In 1991, Sparks-Langer and Colto cited three elements important to reflective thinking. First, the cognitive element of reflection was explained as how teachers process information and make decisions. A teacher possesses the pedagogical methods and theory of curriculum and content knowledge, and understands the characteristics of learners. Second, the critical element of reflection focuses on one’s experiences, values, goals, and social implications that drive thinking. Finally, the teacher narrative describes the interpretations of events as they occur with particular contexts. Other models of reflective teaching involve describing, informing, confronting, and reconstructing (Smyth, 1989; Wellington & Austin, 1996). Canning (1991) found that reflection with student teachers changed their perceptions about people, self-concept, and other behaviors. It is clear through the examination of the literature that courses that focus on only content tend to produce passive learners while courses that focus on process produce learners who are actively engaged in their learning process, through discussion, reflection, practice, and application to a wide range of contexts.

Valli (1997) identified five types of reflection and the UMES teacher/counselor education curriculum evinces all of the identified types. Technical reflection involves judging one’s teaching and counseling effectiveness based on external criteria. Candidates use research-based criteria such as time-on task, wait time and active learning. Reflection-in and on-action is the second type. Reflection-in is the thinking teachers do after a lesson has been taught. On-action reflection refers to the thinking and subsequent decisions that are made while the lesson is being taught. Candidates use journals in a variety of courses and are required to examine their values, the classroom dynamics and teaching/counseling outcomes. Deliberate reflection occurs when an array of resources are considered when making decisions and interpretations. Observations, field experiences, the internship and practicum require candidates to contemplate their teaching/counseling behaviors, relationships between student and teacher/counselor, and school structure and culture. Personalistic reflection emphasizes growth and insight. Candidates are required to link theory to personal values by writing assignments, classroom activities and discussions, analysis of case studies, and supervisory conferences. Critical reflection uses political and social constructions. Diversity issues are infused throughout the candidates’ course of study. Race, gender, social class, and disability are points of discourse and relevance in content, methods and clinical classes.

INNOVATIVE

Innovative education produces teachers who demonstrate new methods and concepts of teaching that lead to creative problem solving abilities. Innovative learning utilizes new concepts, instructional technologies, strategies, applications and learning modalities to investigate, analyze, synthesize and formulate hypotheses to search for answers and solutions to complex problems. Innovative learning requires higher-level critical thinking, the use of multiple intelligences, and the ability to make predictions and create original communications.

The public schools of America are more diverse than ever, with an ever-increasing population of students who use English as a second language, and a widening socio-economic gap between the upper, middle and low income levels (Isaacson & Brown, 2000). In addition to teaching the general curriculum, today’s teachers and counselors must be prepared to work with multicultural and multiethnic students from a broad socioeconomic and learning readiness range (Mastropieri & Scruggs, 2000). This preparation requires candidates to meet these different challenges that exist in the different school systems, from the Eastern Shore of Maryland to the inner city of Baltimore, Maryland. Different learning styles and disparities in student backgrounds require that these teacher/counselor candidates be able to evaluate the learning environment and make creative adjustments where necessary. Therefore, the teacher/counselor education program requires that candidates be provided experiences to practice higher-level critical thinking skills in analyzing and finding multiple solutions to problem solving and analyses. Candidates are required to demonstrate their ability to formulate predictions based on logical, creative and critical inquiry (Fecho, 2000). Opportunities are in place throughout the curriculum, in the candidates’ field and clinical experiences, and beyond to practice this process of inquiry and be able to utilize the process in an effort to support their students.

In-depth examination and discussion of new developments and issues in the field of education are a part of all upper level courses in the professional education sequence. In the graduate programs, structures for learning are created throughout the curriculum to produce candidates who are continuously challenged to improve and refine higher levels of critical thinking skills. The aim is to produce well-prepared candidates with the ability to view each learner as an individual with a unique style of learning. The candidate is constantly being challenged to find ways to maximize the learning of each student – from introductory courses in art to methods courses in special education to practicum in counseling. In addition, upon entering their student internship experience, candidates in the undergraduate teacher education programs and graduate M.A.T. Program meet and work with a supervising teacher and a university supervisor in an effort to build mentoring relationships. When the internship period ends, the candidate is ready for employment. Additionally, candidates in the Guidance and Counseling Program must meet a 100 hour pre-practicum experience prior to beginning their 400 hour practicum experience at two different placements, one at the elementary level or middle school level,and one at the high school level. This aspect of building professional partnerships is one that is essential when assisting candidates in becoming innovative teacher/counselor educators. Fairbanks, Freedman and Kahn (2000) discuss the role of effective mentors in learning to teach and how important it is for teacher preparation programs to utilize these individuals because “… effective mentors become companions on new teachers’ journeys” (p. 111). At UMES, the preparation programs believe that mentor teachers and counselors are as essential as pedagogy in shaping new professional educators.

Candidatesat UMES enrolled in courses in the professional education sequence and the graduate programs are provided opportunities to practice their instructional technology skills. These technological skills range from utilizing common software familiar to educational professionals, such as Web CT, Blackboard,TK20, and online grade books, to programs which can enhance a webpage or lesson plan. Additionally, the required clinical and field experiences and practicum provide opportunities for innovative problem analysis and problem solving outside the classroom. This creative problem solving is also an essential part of learning not only what to teach, but how to teach, as well as working with all levels of students who are in need of counseling services. Utilizing instructional technology for the sake of technology does not necessarily assist the candidate. How the educator creates possibilities in reaching the candidate (i.e., innovative teaching/counseling strategies and techniques) is as important as pedagogical knowledge.

DIVERSITY

Our nation’s communities and schools are rapidly changing and becomingincreasingly diverse. Preparing educators capable of responding to the vast racial, ethnic, cultural, class, and ability differences among learners is essential. The next generation of educators - including teachers, administrators, counselors, school psychologists, instructional technology specialists, curriculum specialists, and higher education personnel - needs to be equipped with many tools. Among these tools are the knowledge, skills, and dispositions necessary to teach an ever-growing diverse population of learners–both children and adults–in school and community settings, and the ability to reflect on one’s practice for ongoing professional growth. Given the stark contrast between K-12 student populations and the university student population who will become tomorrow’s teachers/counselors, the UMES teacher education/counselor cohort is committed to prepare candidates to work with and within diverse communities.

Today’s society continues to evolve into what arguably is one of the most diverse cultures in the world. Because of the vast and rapidly changing makeup of our communities, schools and classrooms, it is imperative that educators be prepared to recognize and honor the diversity within them. Professionally and institutionally, this represents a tremendous challenge. In order to prepare future generations of teachers/counselors adequately, professional education programs must help pre-service candidates develop the knowledge, skills, attitudes, and abilities to be capable of challenging the wide diversity of students populating our classrooms (Dilworth, 1998). UMES is committed to providing its candidates in all ofits preparation programs with campus and field-based experiences that will equip them for meeting the needs of all learners. Teaching skills needed for working with culturally diverse students are those procedures– from simple to complex–that need to come from varied experiences, especially work with race, class, gender issues, and pluralistic groups, and a rich fund of knowledge from different disciplines that includes a multicultural perspective (Grant, 1997).